The rate of motor learning and skill development is highest from birth to the age of eleven or twelve. Therefore this stage of a footballer's development is absolutely vital and should be well rounded and not just limited to football. This may be the reason why girls don't look as fluent, simply because they often start later and don't do the movements when younger, as much as boys do in team sports.
It has been suggested that there are three stages of motor learning/skill development:
> Cognitive - Forming a mental understanding ('picture') of the different parts of the skill (body movement, cues, WHAT to do).
> Associative - The athlete now knows what to do so that the skill can be practised and perfected until the athlete can do it with ease and grace.
> Autonomous - The skill itself requires very little thought so the athlete can focus on other aspects of the game situation.
As different players develop at different rates, their football behaviour will become autonomous at varying ages. The earlier they reach this stage in one area, the quicker they can go on to mastering another, although a large part of this process will be simultaneous.
When people refer to the best players in the world, it is often to those with great cognitive processes, poise, balance, control and brilliant technique, performed with ease and grace. The technique does not require thought as it has become autonomous, leaving the player to focus his/her thinking on the tactical situations within the game.
Decision making and anticipation are two of the most important things in sports performance. But if a player does not develop the technique and skill to execute what he/she has decided to do, they will not be very effective.
We must allow technique and skill to develop! As technique/skill is practiced, players will have to make decisions. 'Mistakes', or rather ATTEMPTS, made during this process will help them learn WHAT to do and WHEN to do it. They will also understand WHY they did what they did. All of these answers can be enhanced with good questioning from the coach (see my previous blog 'Ask Questions or Give Answers')
There are times when it is necessary to clear the ball from a dangerous situation. However, on many occasions technique and skill can be used to make a better decision and keep the ball, or constitute better use of it; but only if they have learned how to do this by understanding the how, what, when and why.
So don't stop them before they have even tried!
Young players need as much contact time with the ball as possible, which is what the new regulations from the FA intend to provide. Small sided games increase the amount of touches each player has and the number of decisions they have to make. This increases the number of chances they have to practice technique and skill within a game.
I won't name individuals, but think of the greatest players; be it the sensational decision makers, tactical masters or the great dribblers we all admire. The best players WANT the ball as much as possible.
Give young players the chance to emulate them by letting them have as much contact time with the ball as possible. Technical and skill practices are important, as introductions in the 'cognitive' stage and for these to be effective the players must all have as many chances as possible to learn and explore (NO LINE DRILLS PLEASE!!!).
Most importantly they then need to know how to use what they know in the context of a game so that they can be most effective. For young players deliberate play is far more important than deliberate practice. Do you want your players to be brilliant at performing in a set drill or in a game which is random and ever-changing?
References
FITTS, P.M. and POSNER, M.I. (1967) Human performance. Oxford, England: Brooks and Cole
http://www.brianmac.co.uk/tech.htm
http://www.pgpedia.com/f/fundamental-movement-phase
http://www.scottishfa.co.uk/resources/documents/footballdevelopment/PracticeZone/SoccerSevensResource/Small-SidedGamesStudy1.pdf
It has been suggested that there are three stages of motor learning/skill development:
> Cognitive - Forming a mental understanding ('picture') of the different parts of the skill (body movement, cues, WHAT to do).
> Associative - The athlete now knows what to do so that the skill can be practised and perfected until the athlete can do it with ease and grace.
> Autonomous - The skill itself requires very little thought so the athlete can focus on other aspects of the game situation.
As different players develop at different rates, their football behaviour will become autonomous at varying ages. The earlier they reach this stage in one area, the quicker they can go on to mastering another, although a large part of this process will be simultaneous.
When people refer to the best players in the world, it is often to those with great cognitive processes, poise, balance, control and brilliant technique, performed with ease and grace. The technique does not require thought as it has become autonomous, leaving the player to focus his/her thinking on the tactical situations within the game.
Decision making and anticipation are two of the most important things in sports performance. But if a player does not develop the technique and skill to execute what he/she has decided to do, they will not be very effective.
We must allow technique and skill to develop! As technique/skill is practiced, players will have to make decisions. 'Mistakes', or rather ATTEMPTS, made during this process will help them learn WHAT to do and WHEN to do it. They will also understand WHY they did what they did. All of these answers can be enhanced with good questioning from the coach (see my previous blog 'Ask Questions or Give Answers')
There are times when it is necessary to clear the ball from a dangerous situation. However, on many occasions technique and skill can be used to make a better decision and keep the ball, or constitute better use of it; but only if they have learned how to do this by understanding the how, what, when and why.
So don't stop them before they have even tried!
I won't name individuals, but think of the greatest players; be it the sensational decision makers, tactical masters or the great dribblers we all admire. The best players WANT the ball as much as possible.
Give young players the chance to emulate them by letting them have as much contact time with the ball as possible. Technical and skill practices are important, as introductions in the 'cognitive' stage and for these to be effective the players must all have as many chances as possible to learn and explore (NO LINE DRILLS PLEASE!!!).
Most importantly they then need to know how to use what they know in the context of a game so that they can be most effective. For young players deliberate play is far more important than deliberate practice. Do you want your players to be brilliant at performing in a set drill or in a game which is random and ever-changing?
The most efficient way we can give players the best of both worlds is by playing small sided games.
References
FITTS, P.M. and POSNER, M.I. (1967) Human performance. Oxford, England: Brooks and Cole
http://www.brianmac.co.uk/tech.htm
http://www.pgpedia.com/f/fundamental-movement-phase
http://www.scottishfa.co.uk/resources/documents/footballdevelopment/PracticeZone/SoccerSevensResource/Small-SidedGamesStudy1.pdf
"We are breeding a number of teams who's outlook seems to be
that pace, punch and fitness are all that is required
to win the honours in the game. They forget that, without pure skills,
these virtues count for precisely nothing." - Sir Matt Busby
"A great pianist doesn't run around the piano or do push ups with the
tops of his fingers. To be great, he plays the piano. He plays all his life,
and being a footballer is not about running, push ups or physical work generally.
The best way to be a great footballer is to play." - Jose Mourinho
